Saber aprender: desenvolvendo as competências de leitura, argumentação e escrita no ensino de filosofia

• Autor(a) principal: LISBOA, André Sales de Abreu
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/3000
• topic: Ensino; Filosofia; Competência; Aristóteles; Adler; Teaching; Philosophy; Competence; Aristotle; Adler; Filosofia; Ensino-Aprendizagem

This research aims to explore the pedagogical aspects of Aristotle's and Mortimer Adler's propaedeutics as a means of developing philosophical reading, argumentation and writing skills. Applied as a methodology for teaching philosophy, based on philosophical texts, the study begins with a discussion about the Aristotelian categories of interpretation, dialectic and rhetoric, intertwined with Mortimer Adler's didactic proposal, specifically the reading rules proposed by the educator. American in How to Read Books. In a second moment, the development of the pedagogical concept of competence and the competences of philosophy is discussed. A historical investigation is carried out from bibliographic review. After an investigation of the main Brazilian educational legislation, it is verified how the adoption of the term competence records the adoption of the pedagogy of competences in the national context. The third and final phase of the research deals with the implementation of the philosophy teaching strategy through reading rules, as a laboratory experience, in the 9th grade class of Nosso Mundo School. The methodology was based on the implementation of a project called Philosophy Club, guided by a didactic sequence, structured in workshops with classes and exercises in which students could have contact with reading rules. The results were collected at the end of the research application and analyzed, verifying that at least 70% class passed a test based on reading rules. Then, some guidelines for the application of the strategy in public schools were proposed. Finally, it reflected on the circumstance of teaching for the skills and conditions of education in contemporary Brazilian reality, questioning what the role of philosophical education in the context of crowded schools and fatigued students in a tiring education system is.